Vocabulary Activity Planning Sheet

Name:​ ​Ryann Campbell

Strategy:​ ​Frayer Model

Content Area and ELA Standards:​ ​Government- HS.C4.5 Use disciplinary and
interdisciplinary lenses to understand the characteristics and causes of local, regional, and
global problems, instances of such problems in multiple contexts, and challenges and
opportunities faced by those trying to address these problems over time and place.

English- 9-10.RI.9 Analyze seminal/primary documents of historical and literary significance,

including how they address related themes and concepts.

Objective:​ ​By the end of the activity, students will be able to fill out the Frayer Model table with
accurate information and 3 examples and non-examples of the latin roots found in “protest”.

Supplementary Links to Resources:​ ​https://www.etymonline.com

Awareness & Explanation:

I selected this strategy because I think it is the simplest and most straightforward way to get a
complicated concept (greek and latin roots) through to all students. The benefit to this strategy
that will be explained to students is a deeper understanding of the main set of words before

diving into the context of those words.

Procedure:

This activity will be given to students at the beginning of class when new vocabulary words are
being introduced. Students will be given the table with the selected root already given to them,
and they will use the resources given to them to fill out the remainder of the information. After
the allotted time, students will then share their examples and non-examples with their
neighbors. To wrap up the activity, students who wish to volunteer their examples can share
them with the entire class. They can then add any examples and non-examples to their own
table that were mentioned by their peers. Once they have exhausted all of their lists, the tables
will be turned in to check for completion, then given back as a reference for the students
throughout the unit.

Reflection:

Overall, this strategy would flow well within our group's unit plan. By choosing the word
“protest”, none of the content areas was left out. The Frayer Model would also make it easy to
put any vocabulary words and their roots in the table to have students do the same activity with
those. I would look forward to seeing how students respond to any activity that involved greek
and latin roots. Student engagement might be increased by a more fun activity, but the
learning objective should be easily accomplished.

FRAYER MODEL EXAMPLE